Evaluation of computer based laboratory simulation

Edward, Norrie S.

doi:10.1016/0360-1315(95)00057-7

Cited by 14 publications

(7 citation statements)

References 9 publications

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“…During the last half-century, numerous research studies have been conducted comparing various teaching methods, including hands-on laboratory experience, and the use of technological media as teaching tools (Clark 1983;Edward 1996;Reiser 2001). These studies generally have resulted in "no significant difference" conclusions as measured by standard paper-and-pencil tests in student achievement, attitude, critical thinking, and knowledge of the process of science.…”

Section: Introductionmentioning

confidence: 99%

Hands‐on, Demonstration, and Videotape Laboratories for Non‐Science Majors in a Food Science Course: Achievement, Attitude, and Efficiency

Johnson

Trout

Brekke

et al. 2004

J of Food Science Edu

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Student achievement, attitude, and instructional efficiency were determined for hands-on and for live and videotape demonstration laboratories for nonscience majors. Each of 3 laboratory sections experienced 3 different teaching methods for one 4-wk unit. No significant difference in achievement was found among the laboratory methods. An attitude survey indicated a significant positive change in attitude toward live demonstration, with a negative change toward the hands-on and videotape methods. Videotape demonstration was the most economical method based on monetary and time expenditures, followed by live demonstration. Findings support using a variety of laboratory teaching methods, with the particular method based on appropriateness to students' learning needs; particular information, lesson, or unit of study taught; and instructional purpose.

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Section: Introductionmentioning

confidence: 99%

Hands‐on, Demonstration, and Videotape Laboratories for Non‐Science Majors in a Food Science Course: Achievement, Attitude, and Efficiency

Johnson

Trout

Brekke

et al. 2004

J of Food Science Edu

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“…We estimate that one-quarter of the students reported the importance of working with peers and communication to overcome challenges during the activities. Successful effectiveness of using simulation models in lab sections was enhanced by engagement of the instructor (Edward, 1996). The instructor's direction is critical in the evaluation and interpretation of predictions, as the simulation will not do the teaching on its own (Thomas & Neilson, 1995).…”

Section: Lessons Learned For Utilizing An Farm Simulation Platform As a Pedagogical Toolmentioning

confidence: 99%

Farm simulation platforms increase undergraduate skills and confidence in decision‐support technologies

Basche

Krupek

Chatterjee

et al. 2021

Natural Sciences Education

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As agriculture increasingly moves into a digital realm, it is important for future professionals to gain experience with predictive and computer-based technologies. Farm simulation platforms can be efficient tools for crop management and natural resources courses, yet limited research has demonstrated their efficacy in undergraduate education. We implemented a module utilizing a farm simulation platform in a high enrollment undergraduate crop management course. The module included asynchronous video content and four synchronous course periods with activities related to crop planting dates, water cycling with different crop rotations, fertilizer impacts on yield and environment, as well as a competition activity to optimize profit with different management considerations. In our assessments, we found that students increased knowledge and confidence in how to use the software, awareness of related simulation platforms, how to make data-driven crop management decisions as well as how to develop and test hypotheses. Students reported learning a range of skills, including how to utilize the software to understanding the impact of crop management on yield, and specifically noted that these skills would be beneficial for future careers in farming, consulting, business, or policy. Additionally, students reported challenges such as difficulties with data interpretation and software use. For successful implementation of similar modules, we recommend providing students with a step-by-step activity manual, ensuring adequate teaching team support, and developing a supportive classroom environment. Our results demonstrate that farm simulation platforms can be successfully implemented into undergraduate courses to support students in navigating technologies beneficial for future careers.

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“…Supportive instructors are essential in the use of CSMs and the most successful outcomes in education appear to be where models are fully integrated into the teaching program (Edward, 1996;McAteer et al, 1996). Introductory lectures and plenary sessions are useful (Anonymous, 1996a).…”

Section: The Need For Supportive Instructorsmentioning

confidence: 99%

“…Introductory lectures and plenary sessions are useful (Anonymous, 1996a). Edward (1996) concluded that the effectiveness of simulated labs was greatly enhanced by the active engagement of the instructor. Thomas and Neilson (1995) suggested the instructor needs to be present to guide the students, prevent waste of time, help in critical evaluation, and prompt the formation and testing of hypotheses.…”

Section: The Need For Supportive Instructorsmentioning

confidence: 99%

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Crop Simulation Models as Tools in Computer Laboratory and Classroom-Based Education

Graves

Hess

Matthews

et al. 2002

Journal of Natural Resources and Life Sciences Education

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Crop simulation models (CSMs) are mathematical, computer-based representations of crop growth and interaction with the environment. They play an important role in scientific research and resource management, and have been used to help students understand, observe, and experiment with crop systems. At the start of a new decade, it is timely that an assessment of these experiences in education is made. This paper synthesizes the positive and negative experiences in education to provide guidelines for using CSMs in computer laboratories and the classroom. Peer-reviewed literature, electronic media, personal experience and communications, and student perceptions were used to assess CSMs impact in education. Advantages for students are numerous. Advantages also exist for educational institutions. However, there are also disadvantages for students and educational institutions may struggle to use CSMs effectively. In general, CSMs should be used as an adjunct to, rather than as a substitute for other teaching methods. Instructors should maintain sufficient dialogue with students. Exercises developed for use with CSMs should encourage cognitive advances by the student. Visual appeal and clarity of CSMs should be ensured with standardized interfaces and graphical, dynamic representation of results. Input and output values should be in units appropriate to the topic of study or the country of use. Default values for parameters and online help, explaining the science behind the CSMs are important. The CSMs are valuable tools in education. However, they must be properly integrated into the teaching program and appropriately used by instructors.

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Evaluation of computer based laboratory simulation

Cited by 14 publications

References 9 publications

Hands‐on, Demonstration, and Videotape Laboratories for Non‐Science Majors in a Food Science Course: Achievement, Attitude, and Efficiency

Hands‐on, Demonstration, and Videotape Laboratories for Non‐Science Majors in a Food Science Course: Achievement, Attitude, and Efficiency

Farm simulation platforms increase undergraduate skills and confidence in decision‐support technologies

Crop Simulation Models as Tools in Computer Laboratory and Classroom-Based Education

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